<Articles by the Center Staff and Research Fellows>

現在の教育改革のキー概念である「資質・能力」についての理論的モデルを構築することが、本稿の目的である。まず、「能力」の入れ子構造のモデルを提示し、資質・能力をめぐる言説にみられる二項対立図式やその調停の仕方を整理した。その上で、国内外で議論されている資質・能力概念を、①〈育成すべき資質・能力に包摂される個人の属性〉に着目したもの、②〈資質・能力を育てる関係性〉に着目したものに分け、CCR の「4 次元の教育」、OECD-DeSeCo の「キー・コンピテンシー」を事例として、その特徴と限界を論じた。これら2 つのモデルは、前者はknowing–doing–being、後者は対象世界との関係、他者との関係、自己との関係という異なる三つ組の上に成り立っていることから、どちらか一方に統合するのではなく、交叉的に用いる必要があること、加えて、メタ的視点を表わす第4 の構成要素については「省察性」の方がより適切であることを論じた。こうして〈3 次元×3 軸と省察性〉からなる資質・能力のモデルを「3・3・1モデル」として提案した。The purpose of this paper is to construct a theoretical model of competencies which is one of the most important concepts of today's educational reform. First, we analyzed the dichotomies in the discourse on competencies, such as knowledge vs. skills, and the ways of reconciling them by presenting and applying a "nested structure of 'competencies' " model. Then we classified a huge variety of competency lists into two types: one focuses on an individual's properties included in the competencies to be developed, and the other focuses on the relations in which the competencies are developed. We inquired into the characteristics and limits of these two types by examining their examples, the "four-dimensional education" framework by the Center for Curriculum Redesign (CCR) (Fadel et al., 2015) and the OECD DeSeCo's "key competencies" (Rychen & Salganik, 2003), respectively. How can we combine them? We proposed crossing three dimensions with three relations, instead of synthesizing the one into the other, because the two models are built on different triads: knowing–doing–being and the learner's relations with the world, the others, and the self. In addition, the fourth dimension of the CCR was integrated into the "reflectivity" of DeSeCo's key competencies. Thus we presented the "3-3-1 model" denoting three dimensions and three relations of competencies along with reflectivity as their core